The purpose of this research is to get the opinions of preschool teachers to improve the communication skills of preschool children through information technology. The phenomenological design, one of the qualitative research approaches, was used in the research. The participant group of the research consists of 62 preschool teachers who teach in various preschool educational institutions in the city of Nursultan, Kazakhstan. Research data were collected with a semi-structured interview form. As a result of the research, it has been determined that the majority of preschool teachers have a very high tendency to use information technologies. On the other hand, it has been determined that the majority of preschool teachers participating in the research have a medium level of competence in using information technologies. The majority of preschool teachers participating in the research stated that they sometimes use information technologies to develop children's communication skills. Preschool teachers participating in the research offered suggestions for teachers and schools about using information technologies in the development of children's communication skills. The majority of teachers suggested the creation of information technology-supported lesson programmes, the design of group projects and the creation of educational games. As for schools, the majority of teachers suggested creating classrooms with technological equipment in schools. Keywords: Communication skills of preschool children, information technologies, teacher opinions;
With the use of education in technology, many applications in the field of education are among these teaching methods and techniques in gamification. Gamification provides many skill acquisitions. In this study, it is aimed to examine the opinions of teachers about the social skills gains of gamification for the application of gamification in preschool education. The qualitative method was used in the research. The study was conducted using the case study design, one of the qualitative research methods. Interviews were conducted with 35 preschool teachers working in independent kindergartens. The data obtained, as a result of the research, were analysed in detail using the content analysis method. As a result of the research, it was concluded that gamification education is especially effective in the preschool period and is effective in gaining skills for children. In the same way, it is seen that there are some problems in the implementation of gamification training. These problems can be eliminated with in-service training. It can be solved by providing technological support tools at school. Keywords: Gamification, acquisition, preschool, teacher, education;
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